Call for Papers: Religion and Educational Media
Annual Conference of the International Society for Historical and Systematic Research on Textbooks and Educational Media e.V., October 6 – 8, 2017, in Augsburg
In the year of the Fifth Centenary of the Protestant Reformation, the Annual Conference of the International Society for Historical and Systematic Research on Textbooks and Educational Media (IGSBi) will address the important and often neglected topic “Religion and Educational Media”.
At all times and in all cultures, religion appears to be a major human practice. This has been reflected, among other things, in syllabuses and curricula and has brought forth a multitude of corresponding educational media (e.g., catechisms, textbooks, classroom pictures and posters, instructional films, and internet platforms). In addition, religious topics have also always been present in educational media, which have not genuinely been intended for religious education. Furthermore, (controversies regarding) Religion(s), their (allegedly) correct interpretation, and their influence have encroached on educational media, and they have influenced their production and distribution as well.
Hence, proposals for presentations on the following topics are wanted:
Methodically founded contributions from historical, actual and comparative perspectives are welcome.
Please send your proposal with a maximum of 2,000 characters (incl. blanks) until May 31, 2017, at the latest to the President of the Society:
Prof. Dr. Eva Matthes, E-Mail: email@example.com
Please convey also some short information about yourself (function, place of activity).
Feedback regarding the approval or disapproval of the proposal will be given until June 15, 2017.
The conference will take place in Augsburg, Germany. The conference venue will be the Convention Center of the Diakonie Augsburg “Hotel am Alten Park”, Frölichstraße 17, 86150 Augsburg.
Call for Proposals:
“Arsen-Djurović-Prize for Historical Research on Textbooks”
This year, the “Arsen-Djurović-Prize for Historical Research on Textbooks” will be offered for the third time. The Prize is donated by Milica Djurović, the widow of the renowned Serbian schoolbook researcher Prof. Dr. Arsen Djurović (1959–2011). Arsen Djurović was a member of the Society for many years and for several years its Vice President. More Information
The Prize will be awarded to one or more member(s) of the Society for (at least) three articles or one monograph from the area of historical research on textbooks; the last publication may not be older than two years.
The publications shall make an important contribution to historical research on textbooks with regard to contents and/or methods.
The texts should preferably be in German or in English, otherwise detailed abstracts of the texts in German or in English have to be added.
The jury consists of the members of the executive board of the Society. Further reviewers will be consulted if necessary.
The prize money is 1,000 Euro; it may be split if indicated.
Self-nominations or proposals of other authors (with precise bibliographical data of the relevant texts) can be submitted by members of the Society until May 15, 2017, to the President of the Society, Prof. Dr. Eva Matthes, preferably via e-mail.
In case of self-nomination, please send the relevant publications in print version.
Address: Universität Augsburg, Philosophisch-Sozialwissenschaftliche Fakultät, Lehrstuhl für Pädagogik, Universitätsstr. 10, 86159 Augsburg, Germany
The prize winner will be informed until July 15, 2017.
The next prize will be awarded at the annual conference of the Society in 2017 in Augsburg.
Newsletter No. 13 of the Special Interest Group Reading Primers (SIG RP) with many interesting articles and news related to research on reading primers.
Eva Matthes / Sylvia Schütze (Hrsg.): Schulbücher auf dem Prüfstand / Textbooks under Scrutiny (Bad Heilbrunn: Klinkhardt 2016)
If one assumes that textbooks or educational media in general are the central steering instrument of teaching, besides curricula and even more directly than these, i.e., that they play a decisive role both for the contents and for the methods of teaching, then it is obviously necessary to put them under scrutiny. But: Who puts textbooks under scrutiny? Who has the right to do so? And which are the criteria for admission?
One focus of this volume lies on state approval procedures. These differ considerably, not least depending on the respective political systems, their intentions, and their character.
A further focus lies on the attempts of various societal groups to delegitimize textbooks, for example for ideological, political, religious or economic reasons, or to push their own textbooks (and increasingly also: online teaching materials) with specific contents, which are directed against other ones.
And finally the volume includes relevant articles which examine from a (education) scientific perspective to what extent textbooks come up to the topical educational political and didactic trends, for example the implementation of educational standards and competence models.
The volume comprises contributions regarding approval and (de)legitimization procedures in Austria, Belgium, Germany, Greece, Hungary, Norway, Serbia, the Czech Republic, and the United States of America.
Eva Matthes / Sylvia Schütze (Eds.): „1989“ und Bildungsmedien / “1989” and Educational Media (Bad Heilbrunn: Klinkhardt 2016)
The authors of this volume deal with the consequences, which “1989” – understood as cipher for the fundamental political and societal changes in Middle and Eastern Europe around 1989, often described as “turn-around” [Wende], more appropriately as “Peaceful Revolution” [Friedliche Revolution] – had for educational media.
Some of the articles give attention to the altered conditions of media production and the societal challenges for authors and publishers of educational media in former Socialist countries.
Others examine changes with regard to content in educational media for various subjects, due to the political and societal changes in the relevant countries, including the former GDR. These concerned for example the subjects English, Chemistry, Biology, History, Local Studies, and Geography.
Besides these contributions from Germany, Poland, Romania, Russia, Serbia, and the Czech Republic, several articles deal with the depiction of the reunified Germany and the changing Europe in textbooks in countries, which were not directly affected by the revolution – in England, Finland, France, Italy, Norway, Spain, and Switzerland.
Report from the Annual Conference 2016: Heterogeneity and Educational Media
This year’s Annual Conference of the Society took place from September 30 to October 2 in the parish house of the Uranienborg Church in Oslo. The organist of the host church, church music professor Inger-Lise Ulsrud, enriched the program with an outstanding organ concert at the first evening of the conference.
For three days, about 40 participants from nine countries discussed the topic “Heterogeneity and Educational Media” under various aspects.
In the introductory section, heterogeneity was described from the perspective of publishers and authors as an enormous challenge; they pointed to different concepts and solution approaches.
The first two thematic blocks dealt with internal differentiation in heterogeneous learning groups. In the first block, lecturers from Switzerland, Italy, and Germany discussed medial perspectives for internal differentiation. They outlined multi-medial and multi-modal approaches, as well as the concept of augmented reality, and adaptive textbooks; they presented also research on usage behavior. Results and approaches with regard to internal differentiation in various subjects and learning environments stood in the focus of the second thematic block; it dealt with educational media for learning German, Geography, Biology, and Mathematics, but also at an extracurricular place of learning – always with reference to a heterogeneous group of students.
Two next two thematic blocks pursued the depiction of heterogeneity in educational media – both from a historical and a topical perspective. The contributors from Poland, The Netherlands, Norway, Belgium, Hungary, and Germany considered the depiction of gender, and of different ethnic groups, religions, and sexual orientations.
The last thematic block dealt with language heterogeneity, i.e., with the teaching of languages in a multilingual environment. The contributors from Serbia, Russia, Italy, and Germany examined historical and topical educational media for multilingual learning groups and presented own approaches – to meet one of the challenges in a globalized world, which had been sketched in the introductory part.
The contributions will be published in 2017.
The next conference will take place from October 6 to 8, 2017, in Augsburg. Topic: "Religion and Educational Media".